Preparation Manual. Texas Examinations of Educator Standards (TExES ) Program. Pedagogy and Professional Responsibilities EC 12 (160)

Transcription

1 Texas Examinations of Educator Standards (TExES ) Program Preparation Manual Pedagogy and Professional Responsibilities EC 12 (160) Copyright 2015 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of Texas Education Agency. Texas Examinations of Educator Standards, TExES and the TExES logo are trademarks of Texas Education Agency.

2 Table of Contents About The Test... 3 The Domains... 4 The Standards... 5 Domains and Competencies... 6 Domain I Designing Instruction and Assessment to Promote Student Learning... 6 Domain II Creating a Positive, Productive Classroom Environment Domain III Implementing Effective, Responsive Instruction and Assessment Domain IV Fulfilling Professional Roles and Responsibilities Approaches to Answering Multiple-Choice Questions How to Approach Unfamiliar Question Formats Question Formats Single Questions Clustered Questions Multiple-Choice Practice Questions Answer Key and Rationales Study Plan Sheet Preparation Resources TExES Pedagogy and Professional Responsibilities EC 12 (160) 2

3 About The Test Test Name Pedagogy and Professional Responsibilities EC 12 Test Code 160 Time of Questions Format 5 hours 100 multiple-choice questions Computer-administered test (CAT) The TExES Pedagogy and Professional Responsibilities EC 12 (160) test is designed to assess whether a test taker has the requisite knowledge and skills that an entrylevel educator in this field in Texas public schools must possess. The 100 multiplechoice questions are based on the Pedagogy and Professional Responsibilities EC 12 test framework and cover grades EC 12. The test may contain questions that do not count toward the score. The number of scored questions will not vary; however, the number of questions that are not scored may vary in the actual test. Your final scaled score will be based only on scored questions. TExES Pedagogy and Professional Responsibilities EC 12 (160) 3

4 The Domains Domain Domain Title Approx. Percentage of Test Standards Assessed I. II. III. IV. Designing Instruction and Assessment to Promote Student Learning 34% Creating a Positive, Productive Classroom Environment 13% Implementing Effective, Responsive Instruction and Assessment 33% Fulfilling Professional Roles and Responsibilities 20% Pedagogy and Professional Responsibilities EC 12: I Pedagogy and Professional Responsibilities EC 12: II Pedagogy and Professional Responsibilities EC 12: I, III; Technology Applications: I V Pedagogy and Professional Responsibilities EC 12: IV TExES Pedagogy and Professional Responsibilities EC 12 (160) 4

5 The Standards Pedagogy and Professional Responsibilities EC 12 Standard I The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. Pedagogy and Professional Responsibilities EC 12 Standard II The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence. Pedagogy and Professional Responsibilities EC 12 Standard III The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process and timely, high-quality feedback. Pedagogy and Professional Responsibilities EC 12 Standard IV The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. Technology Applications Standard I All teachers use technology-related terms, concepts, data input strategies and ethical practices to make informed decisions about current technologies and their applications. Technology Applications Standard II All teachers identify task requirements, apply search strategies and use current technology to efficiently acquire, analyze and evaluate a variety of electronic information. Technology Applications Standard III All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions and evaluate results in a way that supports the work of individuals and groups in problem-solving situations. Technology Applications Standard IV All teachers communicate information in different formats and for diverse audiences. Technology Applications Standard V All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum. TExES Pedagogy and Professional Responsibilities EC 12 (160) 5

6 Domains and Competencies The content covered by this test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts: The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do. The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing. Domain I Designing Instruction and Assessment to Promote Student Learning Competency 001: The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs. The beginning teacher: A. Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12. B. Recognizes the wide range of individual developmental differences that characterizes students in early childhood through grade 12 and the implications of this developmental variation for instructional planning. C. Analyzes ways in which developmental characteristics of students in early childhood through grade 12 impact learning and performance and applies knowledge of students developmental characteristics and needs to plan effective learning experiences and assessments. D. Demonstrates an understanding of physical changes that occur in early childhood through adolescence, factors that affect students physical growth and health (e.g., nutrition, sleep, prenatal exposure to drugs, abuse) and ways in which physical development impacts development in other domains (i.e., cognitive, social, emotional). E. Recognizes factors affecting the social and emotional development of students in early childhood through adolescence (e.g., lack of affection and attention, parental divorce, homelessness) and knows that students social and emotional development impacts their development in other domains (i.e., cognitive, physical). TExES Pedagogy and Professional Responsibilities EC 12 (160) 6

7 F. Uses knowledge of cognitive changes in students in early childhood through adolescence (e.g., from an emphasis on concrete thinking to the emergence and refinement of abstract thinking and reasoning, increased ability to engage in reflective thinking, increased focus on the world beyond the school setting) to plan developmentally appropriate instruction and assessment that promote learning and development. G. Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains. H. Recognizes signs of developmental delays or impairments in students in early childhood through grade 4. I. Knows the stages of play development (i.e., from solitary to cooperative) and the important role of play in young children s learning and development. J. Uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4 to plan meaningful, integrated and active learning and play experiences that promote the development of the whole child. K. Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness. L. Recognizes the importance of helping students in early childhood through grade 12 learn and apply life skills (e.g., decision-making skills, organizational skills, goal-setting skills, self-direction, workplace skills). M. Knows the rationale for appropriate middle-level education and how middlelevel schools are structured to address the characteristics and needs of young adolescents. N. Recognizes typical challenges for students during later childhood, adolescence and young adulthood (e.g., self-image, physical appearance, eating disorders, feelings of rebelliousness, identity formation, educational and career decisions) and effective ways to help students address these challenges. O. Understands ways in which student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning. P. Demonstrates knowledge of the importance of peers, peer acceptance and conformity to peer group norms and expectations for adolescents and understands the significance of peer-related issues for teaching and learning. TExES Pedagogy and Professional Responsibilities EC 12 (160) 7

8 Competency 002: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students learning. The beginning teacher: A. Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender, language background, exceptionality) and the significance of student diversity for teaching, learning and assessment. B. Accepts and respects students with diverse backgrounds and needs. C. Knows how to use diversity in the classroom and the community to enrich all students learning experiences. D. Knows strategies for enhancing one s own understanding of students diverse backgrounds and needs. E. Knows how to plan and adapt lessons to address students varied backgrounds, skills, interests and learning needs, including the needs of English-language learners and students with disabilities. F. Understands cultural and socioeconomic differences (including differential access to technology) and knows how to plan instruction that is responsive to cultural and socioeconomic differences among students. G. Understands the instructional significance of varied student learning needs and preferences. H. Knows the ELPS in the domains of listening and speaking in accordance with the proficiency-level descriptors for the beginning, intermediate, advanced and advanced- high levels. I. Knows the ELPS in the domains of reading and writing in accordance with the proficiency-level descriptors for beginning, intermediate, advanced and advanced- high levels. Competency 003: The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives. The beginning teacher: A. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives. TExES Pedagogy and Professional Responsibilities EC 12 (160) 8

9 B. Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students current skills and knowledge, background, needs and interests; alignment with campus and district goals). C. Uses assessment to analyze students strengths and needs, evaluate teacher effectiveness and guide instructional planning for individuals and groups. D. Understands the connection between various components of the Texas statewide assessment program, the TEKS and instruction and analyzes data from state and other assessments using common statistical measures to help identify students strengths and needs. E. Demonstrates knowledge of various types of materials and resources (including technological resources and resources outside the school) that may be used to enhance student learning and engagement and evaluates the appropriateness of specific materials and resources for use in particular situations, to address specific purposes and to meet varied student needs. F. Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals. G. Plans learning experiences that provide students with developmentally appropriate opportunities to explore content from integrated and varied perspectives (e.g., by presenting thematic units that incorporate different disciplines, providing intradisciplinary and interdisciplinary instruction, designing instruction that enables students to work cooperatively, providing multicultural learning experiences, prompting students to consider ideas from multiple viewpoints, encouraging students application of knowledge and skills to the world beyond the school). H. Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment and closure. Competency 004: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments. The beginning teacher: A. Understands the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (e.g., connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). B. Understands that young children think concretely and rely primarily on motor and sensory input and direct experience for development of skills and knowledge and uses this understanding to plan effective, developmentally appropriate learning experiences and assessments. TExES Pedagogy and Professional Responsibilities EC 12 (160) 9

10 C. Understands that the middle-level years are a transitional stage in which students may exhibit characteristics of both older and younger children and that these are critical years for developing important skills and attitudes (e.g., working and getting along with others, appreciating diversity, making a commitment to continued schooling). D. Recognizes how characteristics of students at different developmental levels (e.g., limited attention span and need for physical activity and movement for younger children; importance of peers, search for identity, questioning of values and exploration of long-term career and life goals for older students) impact teaching and learning. E. Stimulates reflection, critical thinking and inquiry among students (e.g., supports the concept of play as a valid vehicle for young children s learning; provides opportunities for young children to manipulate materials and to test ideas and hypotheses; engages students in structured, hands-on problemsolving activities that are challenging; encourages exploration and risktaking; creates a learning community that promotes positive contributions, effective communication and the respectful exchange of ideas). F. Enhances learning for students by providing age-appropriate instruction that encourages the use and refinement of higher-order thinking skills (e.g., prompting students to explore ideas from diverse perspectives; structuring active learning experiences involving cooperative learning, problem solving, open-ended questioning and inquiry; promoting students development of research skills). G. Teaches, models and monitors organizational and time-management skills at an age-appropriate level (e.g., establishing regular places for classroom toys and materials for young children, keeping related materials together, using organizational tools, using effective strategies for locating information and organizing information systematically). H. Teaches, models and monitors age-appropriate study skills (e.g., using graphic organizers, outlining, note-taking, summarizing, test-taking) and structures research projects appropriately (e.g., teaches students the steps in research, establishes checkpoints during research projects, helps students use time-management tools). I. Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices, teacher-student interactions) impact student learning and plans instruction and assessment that minimize the effects of negative factors and enhance all students learning. J. Analyzes ways in which factors in the home and community (e.g., parent expectations, availability of community resources, community problems) impact student learning and plans instruction and assessment with awareness of social and cultural factors to enhance all students learning. K. Understands the importance of self-directed learning and plans instruction and assessment that promote students motivation and their sense of ownership of and responsibility for their own learning. TExES Pedagogy and Professional Responsibilities EC 12 (160) 10

11 L. Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g., active learner, observer, group participant) impact student learning. M. Incorporates students different approaches to learning (e.g., auditory, visual, tactile, kinesthetic) into instructional practices. N. Provides instruction to ensure that students can apply various learning strategies (e.g., using prior knowledge, metacognition, graphic organizers) across content areas, in accordance with the ELPS. O. Provides instruction in a manner that is linguistically accommodated (communicated, sequenced and scaffolded) to the student s level of Englishlanguage proficiency to ensure that the student learns the knowledge and skills across content areas, in accordance with the ELPS. P. Applies knowledge of the implications for learning and instruction of the range of thinking abilities found among students in any one grade level and students increasing ability over time to engage in abstract thinking and reasoning. Domain II Creating a Positive, Productive Classroom Environment Competency 005: The teacher knows how to establish a classroom climate that fosters learning, equity and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive. The beginning teacher: A. Uses knowledge of the unique characteristics and needs of students at different developmental levels to establish a positive, productive classroom environment (e.g., encourages cooperation and sharing among younger students; provides middle-level students with opportunities to collaborate with peers; encourages older students respect for the community and the people in it). B. Establishes a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students. C. Analyzes ways in which teacher-student interactions and interactions among students impact classroom climate and student learning and development. D. Presents instruction in ways that communicate the teacher s enthusiasm for learning. E. Uses a variety of means to convey high expectations for all students. TExES Pedagogy and Professional Responsibilities EC 12 (160) 11

12 F. Knows characteristics of physical spaces that are safe and productive for learning, recognizes the benefits and limitations of various arrangements of furniture in the classroom and applies strategies for organizing the physical environment to ensure physical accessibility and facilitate learning in various instructional contexts. G. Creates a safe, nurturing and inclusive classroom environment that addresses students emotional needs and respects students rights and dignity. Competency 006: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. The beginning teacher: A. Analyzes the effects of classroom routines and procedures on student learning, and knows how to establish and implement age-appropriate routines and procedures to promote an organized and productive learning environment. B. Demonstrates an understanding of how young children function in groups and designs group activities that reflect a realistic understanding of the extent of young children s ability to collaborate with others. C. Organizes and manages group activities that promote students ability to work together cooperatively and productively, assume responsible roles and develop collaborative skills and individual accountability. D. Recognizes the importance of creating a schedule for young children that balances restful and active movement activities and that provides large blocks of time for play, projects and learning centers. E. Schedules activities and manages time in ways that maximize student learning, including using effective procedures to manage transitions; to manage materials, supplies and technology; and to coordinate the performance of noninstructional duties (e.g., taking attendance) with instructional activities. F. Uses technological tools to perform administrative tasks such as taking attendance, maintaining grade books and facilitating communication. G. Works with volunteers and paraprofessionals to enhance and enrich instruction and applies procedures for monitoring the performance of volunteers and paraprofessionals in the classroom. H. Applies theories and techniques related to managing and monitoring student behavior. I. Demonstrates awareness of appropriate behavior standards and expectations for students at various developmental levels. TExES Pedagogy and Professional Responsibilities EC 12 (160) 12

13 J. Applies effective procedures for managing student behavior and for promoting appropriate behavior and ethical work habits (e.g., academic integrity) in the classroom (e.g., communicating high and realistic behavior expectations, involving students in developing rules and procedures, establishing clear consequences for inappropriate behavior, enforcing behavior standards consistently, encouraging students to monitor their own behavior and to use conflict resolution skills, responding appropriately to various types of behavior). Domain III Implementing Effective, Responsive Instruction and Assessment Competency 007: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. The beginning teacher: A. Demonstrates clear, accurate communication in the teaching and learning process and uses language that is appropriate to students ages, interests and backgrounds. B. Engages in skilled questioning and leads effective student discussions, including using questioning and discussion to engage all students in exploring content; extends students knowledge; and fosters active student inquiry, higher-order thinking, problem solving and productive, supportive interactions, including appropriate wait time. C. Communicates directions, explanations and procedures effectively and uses strategies for adjusting communication to enhance student understanding (e.g., by providing examples, simplifying complex ideas, using appropriate communication tools). D. Practices effective communication techniques and interpersonal skills (including both verbal and nonverbal skills and electronic communication) for meeting specified goals in various contexts. Competency 008: The teacher provides appropriate instruction that actively engages students in the learning process. The beginning teacher: A. Employs various instructional techniques (e.g., discussion, inquiry, problem solving) and varies teacher and student roles in the instructional process and provides instruction that promotes intellectual involvement and active student engagement and learning. TExES Pedagogy and Professional Responsibilities EC 12 (160) 13

14 B. Applies various strategies to promote student engagement and learning (e.g., by structuring lessons effectively, using flexible instructional groupings, pacing lessons flexibly in response to student needs, including wait time). C. Presents content to students in ways that are relevant and meaningful and that link with students prior knowledge and experience. D. Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for students with varied characteristics and needs. E. Engages in continuous monitoring of instructional effectiveness. F. Applies knowledge of different types of motivation (i.e., internal, external) and factors affecting student motivation. G. Employs effective motivational strategies and encourages students selfmotivation. H. Provides focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in listening and/or speaking in accordance with the ELPS. I. Provides focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in reading and/or writing in accordance with the ELPS. J. Develops the foundation of English language vocabulary, grammar, syntax and mechanics necessary to understand content-based instruction and accelerated learning of English in accordance with the ELPS. Competency 009: The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students. The beginning teacher: A. Demonstrates knowledge of basic terms and concepts of current technology (e.g., hardware, software applications and functions, input/output devices, networks). B. Understands issues related to the appropriate use of technology in society and follows guidelines for the legal and ethical use of technology and digital information (e.g., privacy guidelines, copyright laws, acceptable use policies). C. Applies procedures for acquiring, analyzing and evaluating electronic information (e.g., locating information on networks, accessing and manipulating information from secondary storage and remote devices, using online help and other documentation, evaluating electronic information for accuracy and validity). TExES Pedagogy and Professional Responsibilities EC 12 (160) 14

15 D. Knows how to use task-appropriate tools and procedures to synthesize knowledge, create and modify solutions and evaluate results to support the work of individuals and groups in problem-solving situations and projectbased learning activities (e.g., planning, creating and editing word processing documents, spreadsheet documents and databases; using graphic tools; participating in electronic communities as learner, initiator and contributor; sharing information through online communication). E. Knows how to use productivity tools to communicate information in various formats (e.g., slide show, multimedia presentation, newsletter) and applies procedures for publishing information in various ways (e.g., printed copy, monitor display, Internet document, video). F. Knows how to incorporate the effective use of current technology; use technology applications in problem-solving and decision-making situations; implement activities that emphasize collaboration and teamwork; and use developmentally appropriate instructional practices, activities and materials to integrate the Technology Applications TEKS into the curriculum. G. Knows how to evaluate students technologically produced products and projects using established criteria related to design, content delivery, audience and relevance to assignment. H. Identifies and addresses equity issues related to the use of technology. Competency 010: The teacher monitors student performance and achievement; provides students with timely, high-quality feedback; and responds flexibly to promote learning for all students. The beginning teacher: A. Demonstrates knowledge of the characteristics, uses, advantages and limitations of various assessment methods and strategies, including technological methods and methods that reflect real-world applications. B. Creates assessments that are congruent with instructional goals and objectives and communicates assessment criteria and standards to students based on high expectations for learning. C. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive, substantive and specific. D. Knows how to promote students ability to use feedback and self-assessment to guide and enhance their own learning. E. Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjusts instructional approaches based on ongoing assessment of student performance. TExES Pedagogy and Professional Responsibilities EC 12 (160) 15

16 Domain IV Fulfilling Professional Roles and Responsibilities Competency 011: The teacher understands the importance of family involvement in children s education and knows how to interact and communicate effectively with families. The beginning teacher: A. Applies knowledge of appropriate ways (including electronic communication) to work and communicate effectively with families in various situations. B. Engages families, parents, guardians and other legal caregivers in various aspects of the educational program. C. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs. D. Communicates effectively with families on a regular basis (e.g., to share information about students progress) and responds to their concerns. E. Conducts effective conferences with parents, guardians and other legal caregivers. F. Effectively uses family support resources (e.g., community, interagency) to enhance family involvement in student learning. Competency 012: The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities. The beginning teacher: A. Interacts appropriately with other professionals in the school community (e.g., vertical teaming, horizontal teaming, team teaching, mentoring). B. Maintains supportive, cooperative relationships with professional colleagues and collaborates to support students learning and to achieve campus and district goals. C. Knows the roles and responsibilities of specialists and other professionals at the building and district levels (e.g., department chairperson, principal, board of trustees, curriculum coordinator, technology coordinator, special education professional). D. Understands the value of participating in school activities and contributes to school and district (e.g., by participating in decision making and problem solving, sharing ideas and expertise, serving on committees, volunteering to participate in events and projects). E. Uses resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs. TExES Pedagogy and Professional Responsibilities EC 12 (160) 16

17 F. Recognizes characteristics, goals and procedures associated with teacher appraisal and uses appraisal results to improve teaching skills. G. Works productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills. H. Understands and uses professional development resources (e.g., mentors and other support systems, conferences, online resources, workshops, journals, professional associations, coursework) to enhance knowledge, pedagogical skills and technological expertise. I. Engages in reflection and self-assessment to identify strengths, challenges and potential problems; improve teaching performance; and achieve professional goals. Competency 013: The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas. The beginning teacher: A. Knows legal requirements for educators (e.g., those related to special education, students and families rights, student discipline, equity, child abuse) and adheres to legal guidelines in education-related situations. B. Knows and adheres to legal and ethical requirements regarding the use of educational resources and technologies (e.g., copyright, Fair Use, data security, privacy, acceptable use policies). C. Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators. D. Follows procedures and requirements for maintaining accurate student records. E. Understands the importance of and adheres to required procedures for administering state- and district-mandated assessments. F. Uses knowledge of the structure of the state education system, including relationships among campus, local and state components, to seek information and assistance. G. Advocates for students and for the profession in various situations. TExES Pedagogy and Professional Responsibilities EC 12 (160) 17

18 Approaches to Answering Multiple-Choice Questions The purpose of this section is to describe multiple-choice question formats that you will typically see on the Pedagogy and Professional Responsibilities EC 12 test and to suggest possible ways to approach thinking about and answering them. These approaches are intended to supplement and complement familiar test-taking strategies with which you may already be comfortable and that work for you. Fundamentally, the most important component in assuring your success on the test is knowing the content described in the test framework. This content has been carefully selected to align with the knowledge required to begin a career as a Pedagogy and Professional Responsibilities EC 12 teacher. The multiple-choice questions on this test are designed to assess your knowledge of the content described in the test framework. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to think critically about the information, to analyze it, consider it carefully, and compare it with other knowledge you have or make a judgment about it. Leave no questions unanswered. Questions for which you mark no answer are counted as incorrect. Your score will be determined by the number of questions you answer correctly. The Pedagogy and Professional Responsibilities EC 12 test is designed to include a total of 100 multiple-choice questions, out of which 90 are scored. The number of scored questions will not vary; however, the number of questions that are not scored may vary in the actual test. Your final scaled score will be based only on scored questions. The questions that are not scored are being pilot tested to collect information about how these questions will perform under actual testing conditions. These pilot questions are not identified on the test. How to Approach Unfamiliar Question Formats Some questions include introductory information such as a table, graph or reading passage (often called a stimulus) that provides the information the question asks for. New formats for presenting information are developed from time to time. Tests may include audio and video stimulus materials such as a movie clip or some kind of animation, instead of a map or reading passage. Other tests may allow you to zoom in on the details in a graphic or picture. Tests may also include interactive types of questions. These questions take advantage of technology to assess knowledge and skills that go beyond what can be assessed using standard single-selection multiple-choice questions. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. TExES Pedagogy and Professional Responsibilities EC 12 (160) 18

19 For most questions, you will respond by clicking an oval to choose a single answer choice from a list of options. Other questions may ask you to respond by: Selecting all that apply. In some questions, you will be asked to choose all the options that answer the question correctly. Typing in an entry box. When the answer is a number, you might be asked to enter a numeric answer or, if the test has an on-screen calculator, you might need to transfer the calculated result from the calculator into the entry box. Some questions may have more than one place to enter a response. Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected. Clicking parts of a graphic. In some questions, you will choose your answer by clicking on location(s) on a graphic such as a map or chart, as opposed to choosing from a list. Clicking on sentences. In questions with reading passages, you may be asked to choose your answer by clicking on a sentence or sentences within the reading passage. Dragging and dropping answer choices into targets on the screen. You may be asked to choose an answer from a list and drag it into the appropriate location in a table, paragraph of text or graphic. Selecting options from a drop-down menu. This type of question will ask you to select the appropriate answer or answers by selecting options from a drop-down menu (e.g., to complete a sentence). Remember that with every question, you will get clear instructions on how to respond. Question Formats You may see the following types of multiple-choice questions on the test: Single Questions Clustered Questions On the following pages, you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type. Single Questions The single-question format presents a direct question or an incomplete statement. It can also include a reading passage, graphic, table or a combination of these. Four or more answer options appear below the question. TExES Pedagogy and Professional Responsibilities EC 12 (160) 19

20 The following three questions are examples of the single-question format. The first question tests knowledge of Pedagogy and Professional Responsibilities EC 12 Competency 006: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. Example The children in a kindergarten classroom often become so engaged in their activities that the teacher has trouble getting them to stop what they are doing and begin transitioning to another activity. The teacher can best address this problem by using which of the following approaches? A. Organize each activity in ways that prompt children to begin at a high level of energy and then shift gradually to lower energy levels B. Establish a routine in which the teacher begins each day by discussing with the class the planned schedule of activities for that day C. Assign individual children, on a rotating basis, to help the teacher monitor and direct transitions from one activity to the next D. Establish an agreed-upon signal, such as clapping or ringing a bell, that alerts children that it is time to pay attention Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. This question addresses how a kindergarten teacher can best make children aware that it is time to move from one activity to another. When young children are engrossed in what they are doing, they may find it difficult to disengage and turn their attention elsewhere. Teachers can often overcome this problem by getting children in the habit of responding automatically to a particular stimulus, such as a bell ringing or clapping. Therefore, option D is the single best answer. Option A, organizing activities that progress from high-energy components to lowenergy components, is not feasible in many situations and would probably fail to address the problem described. With regard to option B, it would be unreasonable to expect children at the kindergarten level to be able to adhere to a schedule of activities described to them early in the day. Similarly, children of this age would not be capable of effectively helping the teacher monitor and direct their peers transitions (option C). TExES Pedagogy and Professional Responsibilities EC 12 (160) 20

21 Example 2 The following question tests knowledge of Pedagogy and Professional Responsibilities EC 12 Competency 001: The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs. 2. During the middle school years, young adolescents need for an increasing sense of autonomy can best be met by A. designing activities and assignments to permit student choice among a range of options. B. using democratic processes to make decisions affecting the whole class (e.g., where to go on a field trip). C. routinely including blocks of unstructured time in students daily schedules. D. assigning grades based primarily on students self-evaluations of their performance. Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. During the adolescent years, most students exhibit a desire for increased autonomy both at home and at school. In the classroom, one effective way to promote students sense of autonomy is to provide activities that enable them to make choices about what they will learn or how their learning will occur. When teachers permit students to have choices among a range of learning options, the students gain a sense of control over their own lives and learning, which in turn can promote initiative, motivation and an increased sense of competence. Therefore, option A is the single best answer. The other response choices would not effectively serve the intended purpose. Using democratic processes to make decisions affecting the whole class (option B) would help promote a sense of fairness and collective control in the classroom but would do little to promote adolescents sense of individual autonomy. Including blocks of unstructured time in students daily schedules (option C) would fail to provide the level of structure most adolescents need and would very likely result in nonproductive time in the classroom. Option D, assigning grades based primarily on students self-evaluations could give students some sense of control but would not give them experience in making the types of decisions that are reflective of true autonomy. TExES Pedagogy and Professional Responsibilities EC 12 (160) 21

22 Example 3 The following question tests knowledge of Pedagogy and Professional Responsibilities EC 12 Competency 009: The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students. 3. Which of the following is the most important consideration for students and teachers with regard to students use of the Internet as a research tool? A. The name of a website does not always give a clear indication of the contents of the site B. The rapid expansion of the Internet makes it difficult to obtain the very latest information on a given topic C. Different search engines use different formulas for matching websites to search strings D. Much of the information on the Internet has not been reviewed and verified by experts in relevant fields Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. This question addresses students use of the Internet as a research tool. Since there are few controls over what information may be posted on the Internet and by whom, information obtained through this medium cannot be assumed to be accurate. Therefore, students who are using the Internet as a research tool must be made aware of the importance of consulting sources that have been reviewed by experts to verify the accuracy of any information obtained. Therefore, option D is the single best answer. With regard to the other responses, it is true that the name of a website may not accurately represent the information it presents (option A), and it is also true that search engines use different formulas for matching websites to search strings (option C). While these issues may affect how easy it is to find information, however, they are not relevant to the more critical issue of accuracy. With regard to option B, the question of whether students have located the very latest information, which may or may not be substantiated, is less important than whether they have consulted a variety of up-to-date, accurate resources in a variety of media. TExES Pedagogy and Professional Responsibilities EC 12 (160) 22

23 Clustered Questions Clustered questions are made up of a stimulus and two or more questions relating to the stimulus. The stimulus material can be a reading passage, a graphic, a table, a description of an experiment or any other information necessary to answer the questions that follow. You can use several different approaches to respond to clustered questions. Some commonly used strategies are listed below. Strategy 1 Strategy 2 Strategy 3 Skim the stimulus material to understand its purpose, its arrangement and/or its content. Then read the questions and refer again to the stimulus material to obtain the specific information you need to answer the questions. Read the questions before considering the stimulus material. The theory behind this strategy is that the content of the questions will help you identify the purpose of the stimulus material and locate the information you need to answer the questions. Use a combination of both strategies. Apply the read the stimulus first strategy with shorter, more familiar stimuli and the read the questions first strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in this manual and then use the strategy with which you are most comfortable when you take the actual test. Whether you read the stimulus before or after you read the questions, you should read it carefully and critically. You may want to note its important points to help you answer the questions. As you consider questions set in educational contexts, try to enter into the identified teacher s frame of mind and use that teacher s point of view to answer the questions that accompany the stimulus. Be sure to consider the questions only in terms of the information provided in the stimulus not in terms of your own experiences or individuals you may have known. TExES Pedagogy and Professional Responsibilities EC 12 (160) 23

24 Questions 1-2 refer to the information below. First read the stimulus. Read the information below to answer the questions that follow. Mr. Hall, a middle school teacher, has the following goals while creating his behavior management program. Goal 1: Develop an effective set of behavior expectations for students, including rewards and consequences. Goal 2: Establish positive relationships with students parents to get support for the behavior management program. Now you are prepared to respond to the first of the two questions associated with this stimulus. The first questions tests knowledge of Pedagogy and Professional Responsibilities EC 12 Competency 006: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. 1. Which of the following introductions would best ensure that students will accept and follow the classroom behavior standards? A. Posting a list of specific behavior standards on a poster at the front of the classroom B. Allowing the students to discover through trial and error before discussing the importance of the behavior standards C. Developing the behavior standards as a classroom community with student input and discussion D. Inviting the school principal to participate during the discussion of the importance of the behavior standards Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. This question addresses the teacher s ability to gain student support and ownership of classroom behavior standards. It is important to allow the students to have an opportunity to be a part of the development of rules and rewards. Therefore, option C is the single best answer. TExES Pedagogy and Professional Responsibilities EC 12 (160) 24

25 With regard to the other responses, while it is true that posting the rules is a good practice, not allowing the students to have input will not be effective in gaining their acceptance of the rules (option A), and it is also true there should be a discussion about behavior standards, but it should happen before students practice them (option B). With regard to option D, allowing the principal to be involved in the development of classroom rules can undermine both the students and teachers ability to develop the sense of ownership of the rules. Now you are prepared to respond to the second of the two questions associated with this stimulus. The second question tests knowledge of Pedagogy and Professional Responsibilities EC 12 Competency 011: The teacher understands the importance of family involvement in children s education and knows how to interact and communicate effectively with families. 2. Which of the following could Mr. Hall do to best achieve his main goal related to parents? A. Meeting with the parents as soon as the students violate the behavior standards B. Sending an introductory letter home on the first day of school that asks for a conference in the first month C. Calling the parents when help is needed to maintain an appropriate level of the standards D. Soliciting parental involvement when there is an after-school grade-level activity Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. This question tests understanding of the importance of family involvement in students classroom behavior. It is important to make contact with parents and start building a relationship before there are any behavioral concerns. Therefore, Option B is the correct response. With regard to the other responses, waiting for a student to misbehave (option A) or until the teacher needs help (option B) are both missed opportunities to encourage positive parent involvement. With regard to option D, getting parents involved with after-school activities will not support a classroom behavior management program. TExES Pedagogy and Professional Responsibilities EC 12 (160) 25